Developing the Scientific Temperament in the Children at Early Schooling Age

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 5 Issue 2, January-February 2021 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD38545 | Volume – 5 | Issue – 2 | January-February 2021 Page 837
Developing the Scientific Temperament in the
Children at Early Schooling Age
Mr. Dhaval B. Solanki1, Dr. Dharmistha Panchal2
1Research Scholar, Sabarmati University, Ahmedabad, Gujarat, India
2Retired Professor, Gujarat University, Ahmedabad, Gujarat, India
ABSTRACT
Teaching-learning process is the most important pillar of any school which
defines the academic success of the school.Monotonouswaysofcompletionof
syllabus and homework leads the majority of the students taking the studies
as a burden and no way helps them out in their knowledge building. In the
present research, the researcher discusses about the strategies that has been
implemented in a school, which has rationale for each and every classroom
teaching subject and topic. The researcher identifies the ways of various type
of skill improvisation techniques that articulates the learning and adds on
many related topics to know without any burden.Theschool,thatimplements
such practices at very early age of schooling, definitely directs the students’
engagement positively for the learning.
KEYWORDS: Conceptual clarity, Scientific temperament
How to cite this paper: Mr. Dhaval B.
Solanki | Dr. Dharmistha Panchal
"Developing the Scientific Temperament
in the Children at Early Schooling Age"
Published in
International Journal
of Trend in Scientific
Research and
Development(ijtsrd),
ISSN: 2456-6470,
Volume-5 | Issue-2,
February 2021,
pp.837-841, URL:
www.ijtsrd.com/papers/ijtsrd38545.pdf
Copyright © 2021 by author(s) and
International Journal ofTrendinScientific
Research and Development Journal. This
is an Open Access article distributed
under the terms of
the Creative
CommonsAttribution
License (CC BY 4.0)
(http://creativecommons.org/licenses/by/4.0)
INTRODUCTION
Children, as seen these days, start their schooling at very
early-tender age of 3 years as a tiny toddlers in an informal
format of schooling called playhouse, wherein though they
are formally sent to play or being looked after in theabsence
of their working parents for the précised set of hours, still
the facilitators (teachers), people workingthere,keeptrying
to register many things in them as a part of learning.
Children, introduced to formal learning at this stage,
somehow get burdened of processes of formal education.
With respect to constant changes in social structure, say
from joint family to the nuclear one, working parents don’t
have any option for their kids to look after at home, hence
they enroll their kids to kindergartens. As mentioned above,
many writers and researchers, like Clark & Kirk, 2000;
Rothenberg, 1995; Gullo, 1990, have mentioned that this
change in academic setup has come up due to change in
social and familial demands.
Fig 1 Vertical thinking map of teaching
Children at the age of kindergartenandthenprimaryschools
are not just taught the academics but they are catered to
learn many behavioural skills, discipline, moral and ethical
values and many more rules-regulations too. The children
are mainly dealt with a set of planned fine motorskills,gross
motor skills activities that help their overall development of
not only physical well-being but also their psychomotor
strengths.
The researcher, working also as a principal ofVishwabharati
English Medium School, has always been busy planning the
entire academic and co-curricular activities that help the
students understand the content with least efforts still very
clearly. At the very early age, i.e. from grade 1 and onwards,
there are mainly three subject areas which are to be focused
very clearly, i.e. Language,MathematicsandEnvironment.At
this age, the comprehension skills of childrenmainlydepend
on the conceptual clarity of various topics. Students in the
schools are mainly loaded with ‘completionofsyllabus’right
from the beginning wherein the teacher has to get stuck to
the given content in the set of textbooks selected by the
school. Hence, in the race of completing the syllabus, the
crucial element to gain the ‘conceptual clarity’ is ‘context’
and that is what found missing in the textbooks. Getting
deeper into it, this gap actually, is combination of various
aspects, like,
1. the presentation of the content in the textbooks,
2. the way teachers deliver it in the classroom and
3. how do the educators treat the school curriculum.
IJTSRD38545

International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
Hence, the researcher startedplanningtowork uponvarious
teaching practices/strategies that can help improvising the
learning process and retaining of the knowledgethoroughly.
Researcher basically noticed the practiceofVertical thinking
in the classroom teaching, wherein the teacher follows the
steps shown in Fig.1 that leads from introductiontoexercise
of any topic.
The main thing, here, is that the entire process, shown here,
mainly revolves around the textbook content which may be
very limited and lead to know just about the given content.
The researcher, being a principal, has been always getting
into discussion with the teachers for the concretesolutionof
the same. Researcher could clearly notice the lack of the
scientific temperamentinthestudentsofthemiddleprimary
grades of his own school and he could relate it with the
learning gaps at the primary level, making them struggle to
cope up with their studies.
According to an argument by Dhar (2009), scientific
temperament can be characterized mainly by following
traits,
1. Healthy skepticism
2. Universalism
3. Freedom from prejudice or bias
4. Objectivity
5. Open mindedness and humility
6. Willingness to suspend judgment without sufficient
evidence
7. Rationality
8. Perseverance — positive approach to failure
Moreover, the researcher feels that scientific temperament
mainly deals with keen sense of observation. Instead of
looking to the face value of any instance or thing, the person
actually tries to know about ‘why’ and ‘how’ for it. The
person with scientific temper is proactive, not passive,
towards problem solving, working out on new solutions for
the problem. According to Bhat, 2011, even the artisans of
small village, who have very limited resourcesareseen quite
pro-active towards problem solving approach. And this can
be definitely attributed to their observationskill andcurious
behaviour to any problem come up.
So, in order to imply same thing into practice, theresearcher
held various meetings with teachers and held prolonged
discussions about improvisations in various teaching-
learning practices for the students of primarygrades,i.e.std.
1 to 8, the researcher designed a special working pattern
which he wanted to imply graduallyafterthedetail planning,
discussion with teachers and their feedbacks regarding the
same.
Topic
Developing the scientifictemperamentinthechildren at
early schooling age.
Objectives
Researcher had following objectives fortheimprovisationof
teaching-learning process of the students.
1. To improvise teaching processes that can give
conceptual clarity in any subject taught.
2. To improvise the observation skills of the students.
3. To help them understand the topics and the content
related to it.
4. To develop scientific temperament in the students.
5. To develop comprehension skills in the students.
6. To inculcate decision power in the students.
7. To improve confidence level of the students.
Planning and Procedure
The researcher mainly divided this project in three areas,
1. Languages – working on comprehension, reading,
speaking, writing & listening skills
2. Environment – Observation, having hands on
experiments, relating with nature
3. Mathematics – Numbers to basic operations,shapesand
basic concepts
Accordingly, the researcherstartedvisiting regularclassesof
the teachers for observation and started noting down their
strengths and areas to strengthen still. Researcher divided
the group of the teachers into two –teachers teaching
languages and teachers teaching mathematics and science.
After several meetings and close look to the syllabus, the
researcher designed various projectsforstudents,which are
as under:
1. Science labs from grade 1
2. Hands on tools
3. Knowing by doing
4. Exploring Library
Execution:
By introducing such ways of teaching,itisexpectedtoinduce
the learning without any formal syllabus, conceptual clarity,
interest in learning and to inculcate scientific temperament
for anything they do. The researcher executed the entire
work as under.
1. Science labs from grade 1.
Students from grade 1 to 8 were given 2 days of laboratory
visits per week in the timetable. In the initial months of the
year, i.e. June and July, for grade 1 to 4, lab visitsareplanned.
Teachers take them to the lab, helping them to identify the
labs as Physics lab, Chemistry lab and Biology lab.
A. Lab Visits:
For Std. 1 to Std. 3
The following steps are taken for it.:
Teachers make them understand that the lab with
various apparatus of measurements, glass slabs,
mirror/lenses or balances is a physics lab.
The lab which contains with chemical bottles, burners,
charts of periodic tables is a chemistry lab.
The lab having microscopes, slides, specimens of plants
and animals and various charts hung on the wall
showing organ systems and all is a biology lab.
The basic objective behind these visits is to help them
identify various labs separately but the hidden agenda is to
make them know that there arethreebranchesofscience, i.e.
physics, chemistry & biology.
B. Learning measurement at younger age:
For the measurement, units are generally introduced in
grade 5th and onwards. This activity aims to help students
relate the size and shapes with their measurements using
basic units at least.
Illustration: 1
Teachers ask students to measuretheirnotebook edgeswith
a geometry box scale. Students would be obviously knowing
about basic numbers so they do these activities with great
enthusiasm but they can tell the length just in numbers
without any unit. So, after getting answers from few
students, the teacher would make it clear thatitisnotjust 12
but it is 12 centimetre. Same way, the teacher asks them to
measure their bench with a wooden scale and inform them

that it is measured in feet. Accordingly, in next lecture they
are taken to the school corridor and are asked to measure
the length of it with a rope, helping them to understand the
unit metre. Teacher also asks question about the distance of
two places or cities and if any child answers the umber with
the unit kilometre, she picks it up and explain thatthebigger
distances are measured in units.
C. Measurement and precision relating to basic
number operations:
One more strategy to teach students measurement at very
early age, it is also planned to teach them basic number
operations as well as precision to conduct the activity.
Following are few examples.
Illustration: 2
For this, teachers take students to chemistry laboratory and
give them plastic vessels like, burette, pipette, measuring
cylinders and beakers. To work on their precision, teacher
asks students to fill the measuring cylinders or beakerswith
water without spilling of any drop. All the students get this
chance to perform this activity. Simultaneously, the teacher
asks them about the amount of water they filled in, coupleof
students might answer to this and that too withoutanyunits
(obviously). Teacher introduces the units of fluid hereby in
an informal discussion that help them to know about it.
Then the teacher continues the activity to transfer water
from big measuring cylinder tothesmalleroneandaskshow
many small cylinders can be filled? Here, the observation
skill also helps as the teacher hasalreadydisplayedcylinders
of 50 ml and 25 ml nearby a 100 ml cylinder. Coupleofsmart
students can guess from the size and teacher allows them to
do it on their own to confirm if they were correct. This helps
them to understand the division of a greater number into
smaller one as well as the precision to handle liquid while
transferring which again can be included in their fine motor
skills leading to their psychomotor development.
Illustration: 3
Same way, they are taken to the school garden where they
are introduced to various plants and help them to identify it.
The teacher asks them to talk about the difference in two
plants which are close by. This, actually, demands the
observation skills as well as establishes the understanding
about the various characteristics of the plants. Teacher
informs basic details of plants and its parts. Thestudentsare
asked to collect 5 different leaves (fallen) whichtheyneed to
bring to class and stick into their science experiment book.
They are asked to draw an outline to that leaf and teachers
teaches them how to label it. The activity clearly involves
knowledge about plants, observations skills, craft work to
stick leaves and drawing outline along with the precision in
all of these.
For Std. 4 to Std. 8
The teachers, who teach Environment/Science in std. 4 to
std. 8, sit together with the syllabus and plan out the
activities and experiments that can help students to
understand the concepts well.Fordesigningthesyllabus,the
entire chapter line up is kept in mind and designed activities
in mainly following ways.
1. Lab experiments
2. Classroom activities
3. Demonstration of experiment
4. Poster preparation & Presentation
The teachers, working in this pattern, also ask students to
write the experiments in a formal way in the practical book,
helping them to take notes of their practical work in an
organised pattern. Students are clearly instructed about the
entire working of the experiment so that they would not
miss out any important aspect. Moreover they are taught to
write the readings/observation in observation table and
conclusion.
* Virtual Science Laboratory
This project is a spontaneous one, designed with lesshuman
resource without any pre-plan, to meet the learning needs
and make the science learning better. So, the researcher has
prepared the videos of lab introduction of physics lab,
chemistry lab and biology lab within the school only so that
students of std. 1 to std. 3 would not miss their lab
introduction session and these videos where shown and
explained with all these students during online classes
during Corona time when the school were physically closed.
The links of introductory videos are here for the reference.
A. https://www.youtube.com/watch?v=wF2lX3r4GOU (a
virtual tour to chemistry lab)
B. https://www.youtube.com/watch?v=hwP39YwPm4k(a
virtual tour to biology lab)
Same way, the researcher prepared videos of experiments,
which before corona pandemic were done in lab.Thisvideos
helped teachers to explain the content and overcome the
constraint of science lab experiments at some extent in
online teaching. The links of couple of them, for the
reference, are as under.
A. https://www.youtube.com/watch?v=V4yeM2gC9HI
(Does air occupy space?)
B. https://www.youtube.com/watch?v=Xx4xaRy2JF4(to
know water holding capacity of soil)
C. https://www.youtube.com/watch?v=HTFKka4qD7M
(Types of magnets & its properties)
2. Hands on tools
Hands on tools is an another interesting activity introduced
in the school for the students of std. 1 to 9. This activity
requires involvement of teachers as well as students of
various age at the same time. The entire planning of the
activity is as under.
A. The class teachers of std. 1 to 9 divides their class
students in pair of two each, i.e. pair of roll no. 1 & 2, roll
no. 3 & 4, and so on.
B. The students of lower primary group, std. 1, 2 and 3 is
clubbed with the middle primary school students, say
std. 4, 5, 6 as well as with upper primary-secondary
school students of std. 7, 8 and 9. Specifically, the pairs
are made as shown –
For Set I teams: Std. 1 – Std. 4 – Std. 7
For Set II teams: Std. 2 – Std. 5 – Std. 8
For Set III teams: Std. 3 – Std. 6 – Std. 9
C. Within the sets, 2-2 students are picked up from each of
the three grades as per their roll numbers and the team
of 6 is created. i.e. roll no. 1, 2 from each of the std. 1, 4
and 7 makes a group of 6 students, same wayroll no.3,4
and so on. Std. 2, 5, and 8 also plan groupssamewayand
Std. 3, 6 and 9 as well.

D. Hence, in each group of 6 students, there are 2 students
from lower primary, 2 from middle school and 2 from
upper primary-secondary school, making each group
very diverse and unique with reference to their
competencies and potential.
E. Each group is given a simple scientific tool, apparatusor
toy/working model which is very easy to make and it
has a concept on which it is functioning or working.
(Ref.: http://www.arvindguptatoys.com/toys.html)
F. The division of labour is done in all the groups, like, the
model is to be made by the youngest two students ofthe
group, the elder most two students have to help them in
making as well as explaining the scientific concept
clearly while the two students of the middle school
represent them on a poster or chart making their
diagram and explaining its principles.
G. The entire team works together and prepare a clear
presentation in the Science fair or exhibition
demonstrating their model or tool to the teachers,other
students and visitors.
Here, the activity has far reaching results which are not
apparently visible too. The activity doesn’t only bring the
knowledge but also induces importance of collaborative
work, peer learning and craft/drawing. It helps elder
students to learn lessons of leadership and creates harmony
among the students of various age groups.
3. Knowing by doing
A very well known approach ‘Knowing by doing’ is less put
into practice where in schools are busy with monotonous
teaching, using lecture methods, exercises and homework.
The researcher in the school plans various events where in
the students are to plan everything with the help of their
class teachers and student-teacher support committee. One
such example is as under.
Illustration: 4
The students celebrate thecultural event everyyearwherein
they work according to various themes selected forit.All the
classes work under the same umbrella of main subject
selecting sub themes for each of them on their own. Few
examples are as under –
A. Year 2016: Earth, my home (where the students
performed dances and dramas of various parts of the
world)
B. Year 2017: AmoAabad in Ahmedabad (the journey
through a city history from its establishment to the
contemporary growth)
C. Year2018: The rising Billion (A story of growth of
Indian Economy and its various aspects)
D. Year 2019: SahityakaSafarnama (a journey through
various national literatures and of the world)
Apparently simple looking above activity, actually, involves
students in depth touching upon many subjectsandlearning
of many textual and non-textual matters. The list, the
students do here and learn is as under:
Students finalise their own class theme – includes
linguistic skills of discussions and debating also
sometime to put forward their own idea.
To research on given theme on their own or in group,
help them unknowingly go through many related topic
also.
Writing the script of their own drama or introduction of
their dance demanding the writing skills as well as
keeping the relevance with the theme in the mind.
Students would have to prepare one piece of art as a
Stage Craft made up of plastic, craft paper, thermocol
sheet or plywood. For which they need to estimate the
size, required material, need to write a demand not to
principal and to make the model too. It involves their
mathematics for measurement, estimation skills, craft
and engineering skills to assemble and working in
group.
The students of each grade has to decorate their own
classroom according to their own presentation with
charts, pictures, artefacts and information a daypriorto
cultural event so they learn a smallest bit of the item
they are going to perform, hence, their knowledge
increases.
Students record their skits, dramas and narrations and
sync music with it which gives them exposure to
technology usage as well as understanding to develop
visual arts and performances.
All in all, the cultural event is actually an opportunity to
learn various subjects in a perfect blend.
4. Exploring the library
A good library is an asset of the school. The books, journals,
magazines and research works stored are the treasure of
knowledge that anyone within the school can get benefit of.
Library plays an important role in the life of a student. The
report of Ross Todd and Carol Kuhlthau’s (2005) mixed
methods study in Ohio mentioned that nearly 13,000
students stated how the libraryhelpedtheminvarious ways.
Many students reported that library was the resource for
them to understand the steps for finding and evaluation
various information, they wanted to study about.
In accordance to above, the researcher has also introduceda
plan, Exploring the Library. The entire plan works as under.
The class teacher reads a book and talks about it with
the students in home period so that students get to
know about new books.
The language teachers are instructedtotakeoneoftheir
class during a week in the library when the children
knowingly or unknowingly come across the various
books, titles of magazines and picks it up out of
curiosity.
Language teachers also demandsa personal ‘Vocabulary
Notebook’ by each student, that helps them get familiar
with new words and help them comprehend the
unknown texts.
Students are encouraged to borrow books from library
and they are allowed them to carry it home for a week.
The librarian also plays an active role in this and keeps
reading the books in the free time. The student, when
comes to deposit the book back, the librarian asks his
views about the book.
The librarian also asks some questions from the book to
ensure that the child has read the book. Each child who
has borrowed and read the book gets a remark on the
special page at the end in the school diary.

The librarian also recordsthereviewofthestudentsand
uploads it on the school channel which motivates the
student to read more and promotes other students also
to read. Two such video links are given here for the
reference.
A. https://www.youtube.com/watch?v=wGhr9HIKwi8
B. https://www.youtube.com/watch?v=Z5t_RRia1JI
Outcomes:
Success of any study or research plan is mainly dependent
on its results, outcomes or analysis. Since this was a long
term strategic plan of improvising teaching-learning
processes of a school, a statistical analysisofshort-termdata
would not portray a clear picture of the plan. So, the
researcher have conducted meetings with following groups
and noted their feedbacks.
A. Students
B. Teachers
C. Parents
1. Students’ feedback
Students of grade 1, 2 and 3 couldn’t put their feedbacks in
the words still they all expressed that they enjoy coming to
school. When asked which activity you like the most in the
school, the reply to this question was, going to laboratory as
well as classroom activities. This clearly indicates that
‘Learning by doing’ make them positive for the study and
increases students’ engagement in the teaching-learning
process.
Students from grade 4 and above, could clearlyexpresstheir
views where 85% students expressed that they understand
what is being taught in the laboratory. More than 80%
students responded positively for the ‘Hands on tools’
activity and they said they could learn about the model of
their own as well as the models made by other students
within the class.
2. Teachers’ feedback
Teachers were asked to share their precise reviews in terms
of various aspects. The summary of the reviews of teachers
are as under.
Have become enthusiastic for learning.
Shows their interest in the subject while taught, started
showing engagement.
Have started responding the questions.
More than 70% of the students have started thinking
logically with due reasoning during activities.
They have become particular in performing activities.
Their observation skills have been increased.
The skill of craftsmanship is seen improvised in nearly
75% of students.
Number of the students, visiting library, have been
increased, showing up their interest in reading.
The students are having more comprehensionskillsdue
to increased use of library, enhancing their linguistic
skills as well.
An increase of 20% more than the previous is seen
improved in their class work and note taking patterns,
making them more clear, presentable and particular.
Students’ knowledge bank is also improvised due to
teaching of various fact and concepts which are not
mentioned in their textbooks.
Students have been seen improving in basic
mathematical operation due to regular practice in
school, dodging of tables and mental maths.
3. Parents’ feedback
Feedbacks of the parents were taken during‘OpenHouse’ by
giving them feedback questionnaire. Many parents
personally talked regarding their opinion about their ward.
The views are as under:
Their ward started liking the school and don’t want to
miss the school even for a day.
The child has become more attentive and finishes the
work on own.
The result of the child has been improved.
The child has started talking about the daily activities
done in the school.
References:
[1] Bhat P G (2011) PG’s pensive. Scientific temper in
daily life-1 (10-04-2013) available at
pgbhat.wordpress.com/2011/06/10/scientific-
temper-in-dailylife-1/.
[2] Clark, P., & Kirk, E. (2000). All-day kindergarten.
Childhood Education, summer, 228-231.
[3] Dhar P L (2009) Developing scientific temper(10-04-
2013) available at
pldhar.files.wordpress.com/2009/09/scientific-
temper.pdf
[4] Gullo, D.F., & Maxwell, C.B. (1997). The effects of
different models of all-day kindergartenonchildren’s
developmental competence. Early Childhood
Development and Care, 139, 119-128.
[5] Rothenberg, D. (1995). Full-day kindergarten
programs. ERIC ClearinghouseonElementary&Early
Childhood Education Urbana IL, ED382410.
[6] Todd, R. J., &Khulthau, C. (2005). Student learning
through Ohio school libraries, Part 1: How effective
school libraries help students. School Libraries
Worldwide, 11(1), 63-88.

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